Meliński, Tomasz2025-05-212025-05-212010Studia Bydgoskie, 2010, Tom 4, s. 275-296.1898-9837https://theo-logos.pl/handle/123456789/31665The article intends to contribute to the ongoing discussion on relations between human philosophy and pedagogy. In the context of the numerous problems that educators encounter in their work, it is becoming increasingly difficult to identify and eliminate detrimental ideological influences, which are also rapidly spreading in pedagogy. Due to excessive significance attached to the pragmatic aspect of upbringing, those influences disregard theory as the basis for practice. The aim of this article is to demonstrate that the basis for any conception of upbringing should be a true knowledge of the human person supported by solid anthropological and axiological foundations. The knowledge originates from direct human experience which provides us with unquestionable data concerning both ourselves and other people. What is manifested in this experience is the unique ontological structure of the human person as a corporal, psychological and spiritual being. A knowledge of this kind protects us against reductionism as it reveals the personal character of existence. Only from such a perspective can we grasp the full potential of the comprehensive development of pupils. A unique trait of the human person is their transcendental existence. In the context of the evolution of human personality this matter is of primary significance, because a person may only undergo self-transcendence within an objective axiological order. The human person, a value of its kind due to its ontological features, evolves through contact with various values, both moral and non-moral, especially those which are high in the axiological hierarchy. The starting point for the development is provided by an appropriate attitude towards personal dignity. In this context a need arises to pay special attention to a proper understanding of respect, love, justice and mercy as moral values in education. Only this conception of morality allows us to formulate educational purposes for upbringing in the spirit of freedom and responsibility. Education aimed at values, specifically moral ones, should become a top priority for educators. This holds true not only for discussions among experts, but also for the work of practising teachers who are in direct contact with pupils. This is the only way people can find assistance in search of the truth about themselves and the meaning of their lives. Only this approach can show us the path to the fullness of humanity.plCC-BY-SA - Uznanie autorstwa - Na tych samych warunkachczłowieczeństwopełnia człowieczeństwaantropologiaaksjologiawartościpedagogikaaksjologiczne podstawy pedagogikiantropologiczne podstawy pedagogikiontyczna struktura człowiekaantropologia filozoficznafilozofiaczłowiek jako istota cielesnaczłowiek jako istota duchowaczłowiek jako osobaosobaczłowiek wobec wartościczłowiek jako wartośćwolnośćodpowiedzialnośćwychowanieczłowiekhumanityfullness of humanityanthropologyaxiologyvaluespedagogyaxiological basis of pedagogyanthropological basis of pedagogyontic structure of humanphilosophical anthropologyphilosophyhuman as a bodily beinghuman as a spiritual beinghuman as a personpersonhuman towards valueshuman as a valuefreedomresponsibilityupbringinghumanArticle